KUBRICKÁ, Jana. Nondogmatic approach to Dogme in teaching ESP. In Darija Omrčen, Ana-Marija Krakić. OD TEORIJE DO PRAKSE U JEZIKU STRUKE. Zagreb: Association of LSP Teachers at Higher Education Institutions, 2019, p. 138-143. ISSN 1849-9279.
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Basic information
Original name Nondogmatic approach to Dogme in teaching ESP
Authors KUBRICKÁ, Jana (203 Czech Republic, guarantor, belonging to the institution).
Edition Zagreb, OD TEORIJE DO PRAKSE U JEZIKU STRUKE, p. 138-143, 6 pp. 2019.
Publisher Association of LSP Teachers at Higher Education Institutions
Other information
Original language English
Type of outcome Proceedings paper
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Croatia
Confidentiality degree is not subject to a state or trade secret
Publication form printed version "print"
RIV identification code RIV/00216224:14640/19:00109886
Organization unit Language Centre
ISSN 1849-9279
Keywords in English autonomy; Dogme; ESP; syllabus design; tertiary education
Changed by Changed by: PaedDr. Marta Holasová, Ph.D., učo 38218. Changed: 23/4/2020 22:33.
Abstract
The paper deals with the principles of Dogme approach in lessons of English for Specific Purposes at tertiary level. The author argues that this materials-light approach is particularly suitable at this level as university students are aware of their needs in foreign language learning and employ their (future) professional identities and so-called possible selves in the learning process. The author discusses the impact of Dogme elements on the students’ engagement and autonomy. Examples from syllabus design and material design from an ESP course for sports coaches are presented and the role of the teacher with regard to the shift in power in Dogme lessons is considered.
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